DEVELOPING

TRAINING A course leading to TM2

CURRICULUM
GETTING TO
KNOW YOU…

Share two things that you

would like others to know
about you
 WIIFM?
Gain new friends
Gain additional knowledge
Gain more confidence in developing
Competency Based Training Curriculum
 WDIE?
WDIE from my learning partners?
WDIE from learning facilitator?
WDIE from the learning experience?
WDIE from … ?
WIISFU?
Develop Training Curriculum
LO1. Establish training need requirements
Environmental scanning summary
Summary of identified Training Need
Summary of Trainee's Profile
LO2. Develop competency–based curriculum
Entry /exit requirements of a course
Summary of applicable outcomes/delivery mode-strategies/assessment methodologies
Summary of trainers' characteristics/qualification
LO3. Finalize training curriculum
Matrix of applicable content for the identified learning outcomes
Module of instructions
Presentation of the training curriculum to an approving panel
 SELF ASSESSMENT
Where am I as compared with the competencies
required in CBC development? (What is my current
level of competence?)
Where do I want to be if I am to become a Curriculum
developer? (What is my training requirement?)
ANSWER AS CONCISE AS
POSSIBLE
1. What is your personal understanding of the word
curriculum?
2. How would you describe your experience in developing a
curriculum?
3. What curriculum development model were you able to
use? Prepare a paradigm of this curriculum development
model?
4. What are some of the guiding principles you used in
drafting the curriculum you developed?
  Explain what is curriculum and the different perspective
about it
 Describe the different approaches in curriculum design
 Explain the stages of the various curriculum models
 Give examples for each of the types of curriculum

LESSON OBJECTIVES
10/14/2021 FOOTER TEXT 8
CURRICULUM DEFINED:
The term curriculum comes from the Latin root, “ currere,” which means “to
run”.

In educational usage, the “course of the race,” with time came to stand for the
“course of study”.

Nowadays, curriculum could have different meanings for different people

depending on how it is used

10/14/2021
(Palma, 1992). INTRO TO CURRICULUM DEVELOPMENT: MODULE 1 9
CURRICULUM DEFINED:
Traditional schools defined The modern schools
curriculum as a group of definition of curriculum
subjects arranged in a refers to all experiences for
certain sequence peculiar to learning which are planned
the subject field itself for the and organized by the
purpose of instruction. school.
This definition is based on It is concerned not only
the assumption that the role with community living but
of education is to fit the also with the personal
individual for his place in improvement of the learner.
society.
10/14/2021 FOOTER TEXT 10
CURRICULUM DEFINED:
“the total effort of the school to bring about
desired out-comes in school and out-of-
school situations” or “a sequence of
potential experiences set up in school for
the purpose of disciplining children and
youth in group ways of thinking and
acting”.

10/14/2021 FOOTER TEXT 11

CURRICULER’S LINGO
•Curriculum Development is defined as the process of
selecting, organizing, executing, and evaluating learning
experiences on the basis of the needs, abilities, and
interests of learners and the nature of the society or
community.
•A Curriculum Planning is the process whereby the
arrangement of curriculum plans or learning opportunities
are created.

10/14/2021 FOOTER TEXT 12

CURRICULER’S LINGO
•A Curriculum Plan is the advance arrangement of learning
opportunities for a particular population of learners.
•A Curriculum Guide is a written curriculum.
•Course of Study is an official guide prepared for use by the
administrators, supervisors, and teachers of a particular school
system as an aid to teaching a given subject or areas of study
for a given level or grade, combinations of grades or other
designated class or group of learners.

10/14/2021 FOOTER TEXT 13

APPROACHES TO
CURRICULUM DESIGN

The Subject-Centered Curriculum

The subject-centered curriculum is organized on the basis of

separate and distinct subjects, each of which embodies a body of
knowledge and skills. The learner is expected to acquire this body
of knowledge and skills.

10/14/2021 INTRO TO CURRICULUM DEVELOPMENT: MODULE 1 14

APPROACHES TO
CURRICULUM DESIGN
The Child-Centered Curriculum

The underlying philosophy of curriculum design is “the child is the center of the educational
process and the curriculum should be built upon his interests, abilities, purposes and needs. “

This emerged from the research carried on in the early twentieth century by John Dewey and
his followers.

A new respect for this child, a new freedom of action were incorporated into curriculum
building in the child-centered school, common characteristics of programs founded on the
new philosophy were the “activity program” the “unit of work” and the recognition of the
need for using and exploring many media for self-discovery and self-directions.
10/14/2021 INTRO TO CURRICULUM DEVELOPMENT: MODULE 1 15
APPROACHES TO
CURRICULUM DESIGN
The Problem-Centered Curriculum

The problem-centered curriculum is conceived as the framework in which the child is guided toward
maturity within the context of the social groups.

It assumes that in the process of living, children experience problems.

The solution to these problems enable children to become increasingly able to attain full
development as individuals capable of self-direction and to become competent in assuming social
responsibility.

It attempts to guide children in the recognition of problem and in seeking solution. Problems and
their solutions through broad and deep experiences become the core of the problem centered
curriculum.
10/14/2021 INTRO TO CURRICULUM DEVELOPMENT: MODULE 1 16
 CURRICULUM
DEVELOPMENT MODELS
Curriculum development is the 'process of planning learning
opportunities intended to bring about certain desired changes in
pupils and the assessment of the extent to which these changes
have taken place ” (Print, 1993: xvii).
A more recent definition is given by Lunenberg (2011:2):
“Curriculum development may be defined as the process of
planning, implementing, and evaluating curriculum that
ultimately results in a curriculum plan.”

10/14/2021 FOOTER TEXT 17

 Tyler's Rational
Model

ORGANIZATI
IDENTIFICAT ON OF
INTENT ION OF LEARNING EVALUATION
EXPERIENCE EXPEREINCE
S

CURRICULUM
DEVELOPMENT MODELS
10/14/2021 FOOTER TEXT 18
Nicholls cyclical Situational
Evaluation
Model analysis

Selection and
Selection of
Organization of
Objectives
methods

Selection &
Organization
of Content

CURRICULUM
DEVELOPMENT MODELS
10/14/2021 FOOTER TEXT 19
Backward
design Model

CURRICULUM
10/14/2021 DEVELOPMENT MODELS FOOTER TEXT 20
 Allan Glatthorn (2000) describes seven types of curriculum operating in the schools:

1. recommended curriculum - proposed by scholars and professional organizations

2. written curriculum - appears in school, district, division or country documents

3. taught curriculum - what teachers implement or deliver in the classroom and

schools

4. supported curriculum - resources-textbooks, computers, audio-visual materials

which support and help in the implementation of the curriculum

5. assessed curriculum - that which is tested and evaluated

6. learned curriculum - what the students actually learn and what is measured

7. hidden curriculum - the unintended curriculum

TYPES OF
CURRICULUM
10/14/2021 FOOTER TEXT 21
UNDERSTANDING STANDARD
Competency standards are nationally agreed statements of the
skills, knowledge and attitudes required for effective performance
in a particular job or job function.
Competency standards are written in a very particular way and
require understanding of CBT for appropriate interpretation.
The Training Regulation

Section 2
Section 1
Competency
Qualification Standard

TR
Section 3 Section 4
Training Assessment
Standard Arrangement
PARTS OF UNIT OF
COMPETENCY
Unit Title

Unit Descriptor

Elements Performance Criteria

Range of Variables

Evidence Guide 26
Relation between the Competency Standard and the Curriculum

Unit of Competency Module of Instruction

Module Title
Title of Unit of
Module Descriptor
Competency
Nominal Duration

Prerequisite
Summary of Learning
Performance Outcomes
Elements Criteria
Assessment Criteria
Range of Variables Contents
Conditions
Evidence Guide
Training Methods
Assessment Method
STEPS IN PREPARING CBC
AND MOI
1. Get copy of your qualification’s TR.
2. Go to Section 3- Training Standards of the TR and
copy the course design indicated therein to the
CBC/MOI template. The following parts has to be
given emphasis:
 Course Design and Structure from 3.1 of the Section 3,
 
Course Title:   3.1
 
Nominal Duration:   3.1
 
Qualification Level:   3.1
 
Course Description:   3.1
 
Trainee Entry   3.3 
Requirements:
STEPS IN PREPARING CBC
AND MOI
2. Go to Section 3- Training Standards of the TR and copy the course design indicated
therein to the CBC/MOI template. The following parts has to be given emphasis:
 Course Design and Structure from 3.1 or Curriculum Design of the Section 3,

Unit of Module Learning

Nominal Duration
Competency Title Outcomes
3.1 3.1 3.1 5 hours
If not provided you may divide the
total number of hours for the
course among the units of
competency, then you may add or
subtract depending on the
importance and criticality of the
UC/LO

 Repeat step 2 for Basic, Common and Core Competencies.

STEPS IN PREPARING CBC
AND MOIthe following by referring to the specific
3. Indicate
parts of section 3.
Assessment   3.1 or from Evidence Guide of
Methods: Section 2-Competency Standard
     

Course Delivery: 3.2

Resources: 3.4

Facilities: 3.5
STEPS IN PREPARING CBC
AND MOI
4. Draft the Module of Instruction by referring to the
Section 2-Competency Standard of the TR.
CORE COMPETENCIES 3.1 total number of hours  
Unit of Competency:  
Module Title: Change the verb of the unit of competency into its
–ing form (ie. Journalize transactions into  
Journalizing transactions
Module Descriptor: Get this from the Unit Descriptor and change unit
into module. You may add statements that can  
further describe the unit of competency.
Nominal Duration: Refer to the Course Structure  
Summary of Learning Outcomes:  
      Get this from the Elements of the Unit of Competency the
LO1. number of LO should be the same with the number of
Elements
STEPS IN PREPARING CBC
AND MOI
4. Draft the Module of Instruction by referring to the Section 2-
Competency Standard of the TR.

 LO1. __________________________
Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
Get this from the Get this from Get this from the Get this from the Get this from
Performance the Required Resource Implication Methodology of the Methods of
Criteria Knowledge and of the Evidence Curriculum Design Assessment of
Required Skills Guide the Evidence
of Unit of Guide
Competency

 Repeat step 4 for all the LO of the units of competency.

INSTRUCTIONAL PLAN

Curriculum
Syllabus
Course outline
Session plan
Components of CBC
A Competency Based Curriculum has several major components which consist
of the following:
•Course/Curriculum Design specifies the Course Title, Nominal Duration to
be able to finish the course, the Course Description and the Entry Requirement
for those who wants to take the course.
•Course Structure shows in matrix form the Unit of Competency to achieve,
the Module Title and the Learning Outcomes expected at the end of Nominal
Duration specified.
•Module of Instructions shows in outline form the details of the modules
specified in the course structure.